Girls of scotland

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Girls of scotland

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There were also "sessional schools", mainly established by kirk sessions in towns and aimed at the children of the poor.

The Disruption of , which created the breakaway Free Church of Scotland , fragmented the kirk school system. By May it was claimed that schools had been built, along with two teacher training colleges and a ministerial training college.

The influx of large numbers of Irish immigrants in the nineteenth century led to the establishment of Catholic schools. Attempts to supplement the parish system included Sunday schools , mission schools , ragged schools , Bible societies and improvement classes.

The ragged school movement attempted to provide free education to destitute children. Andrew Bell pioneered the Monitorial System , which developed into the pupil-teacher system of training.

In contrast David Stow , advocated the "Glasgow method", which centred on trained adult teachers. Scottish schoolmasters gained a reputation for strictness and frequent use of the tawse.

The Education Scotland Act created approximately 1, regional School Boards , which immediately took over the schools of the old and new kirks.

The emphasis on a set number of passes at exams also led to much learning by rote and the system of inspection led to even the weakest children being drilled with certain facts.

The Education Scotland Act introduced the principle of universal free secondary education. Most of the advanced divisions of the primary schools became junior secondaries, while the old academies and Higher Grade schools became senior secondaries.

Increasing numbers stayed on beyond elementary education and the leaving age was eventually raised to 16 in As a result, secondary education was the major area of growth, particularly for girls.

New qualifications were developed to cope with changing aspirations. In the s the curriculum was reformed to take account of the whole range of abilities.

Gender differences disappeared as girls' attainment caught up with boys in the early s. From the early Middle Ages there were bardic schools, that trained individuals in the poetic and musical arts, but because Scotland was a largely oral society, little evidence of what they taught has survived.

In the early Middle Ages monasteries served as major repositories of knowledge and education, often running schools and providing a small, educated and overwhelmingly male, elite, who were essential to create and read documents in a largely illiterate society.

In the High Middle Ages, new sources of education arose. Choir and grammar schools were designed to train priests, with an emphasis respectively on music and Latin grammar.

The reorganisation of the church that began in the reign of David I —53 gave the church a clearer diocesan and parochial structure, meaning that the seats of sheriffdoms like Perth received schools that were usually under monastic patrons.

The new religious orders that became a major feature of Scottish monastic life in this period also brought new educational possibilities and the need to train larger numbers of monks.

Benedictine and Augustinian foundations probably had almonry schools, [3] charity schools using funds from the almoner to provide a type of bursary to educate young boys, who might enter the priesthood.

St Andrews, which was both the seat of a bishop and the site of a major Augustinian foundation, had both a grammar school, under the archdeacon , and a song school, under the priory.

The number and size of song and grammar schools seems to have expanded rapidly from the s. Sometimes, as at Lochwinnoch , they were taught both music and grammar.

Dominican friars were noted for their educational achievements [8] and were usually located in urban centres, probably teaching grammar, as at Glasgow and Ayr.

Educational provision was probably much weaker in rural areas, [7] but there were petty or reading schools in rural areas that provided an elementary education.

Girls of noble families were taught in nunneries such as Elcho , Aberdour and Haddington. By the end of the fifteenth century Edinburgh also had schools for girls, sometimes described as "sewing schools", whose name probably indicates one of their major functions, although reading may also have been taught in these schools.

This sometimes resulted in conflict, as between the burgh of Aberdeen and the cathedral chancellor, when the former appointed a lay graduate as schoolmaster in , and when a married man was appointed to the similar post in Perth.

All this resulted in an increase in literacy, which was largely concentrated among a male and wealthy elite, [4] with perhaps 60 per cent of the male nobility being literate by the end of the period.

The humanist concern with increasing public access to education was shared by the Protestant reformers, who saw schools as vehicles for the provision of moral and religious education for a more godly society.

After the Protestant party became dominant in , the First Book of Discipline set out a plan for a school in every parish, but this proved financially impossible.

Schools were supported by a combination of kirk funds, contributions from local heritors or burgh councils and parents that could pay.

They were inspected by kirk sessions of local elders, which checked for the quality of teaching and doctrinal purity. These were often informally created by parents in agreement with unlicensed schoolmasters, using available buildings and are chiefly evident in the historical record through complaints and attempts to suppress them by kirk sessions because they took pupils away from the official parish schools.

However, such private schools were often necessary given the large populations and scale of some parishes.

They were often tacitly accepted by the church and local authorities and may have been particularly important to girls and the children of the poor.

There is evidence of about schools for the period between and The parish schools were "Inglis" schools, teaching in the vernacular and taking children to the age of about 7, while the grammar schools took boys to about The widespread belief in the limited intellectual and moral capacity of women came into conflict with a desire, intensified after the Reformation, for women to take greater personal moral responsibility, particularly as wives and mothers.

In Protestantism this necessitated an ability to learn and understand the catechism and even to be able to independently read the Bible, but most commentators of the period, even those that tended to encourage the education of girls, thought they should not receive the same academic education as boys.

Girls were frequently taught reading, sewing and knitting, but not writing. In an act in Privy council commanded every parish to establish a school "where convenient means may be had".

After the Parliament of Scotland ratified this law and the Education Act of , a tax on local landowners was introduced to provide the necessary endowment.

After the Bishop's Wars —40 , Scotland had virtual independence from the government in Westminster.

A loophole which allowed evasion of the education tax was closed in the Education Act of , which established a solid institutional foundation for schools on Covenanter principles, [18] emphasising the role of presbyteries in supervision.

In rural communities these acts obliged local landowners heritors to provide a schoolhouse and pay a schoolmaster, known in Scotland as a dominie , while ministers and local presbyteries oversaw the quality of the education.

In many Scottish towns, burgh schools were operated by local councils. Hospitals continued to be built by benefactors and some of these had very impressive buildings, like that of Robert Gordon's Hospital in Aberdeen, which was designed by William Adam — in the s.

Until the late eighteenth century most schools buildings were indistinguishable from houses, but the wealth from the Agricultural Revolution led to a programme of extensive rebuilding.

Most schools had a single schoolroom, which could hold up to 80 pupils, were taught by a single schoolmaster.

There might be smaller adjoining rooms for the teaching of infants and girls. There was sometimes with a schoolmaster's house in the same style nearby.

Many burgh schools moved away from this model of teaching from the late eighteenth century as the new commercial and vocational subjects led to the employment of more teachers.

From the s urban schools were often rebuild in a more imposing classical style, from public subscription, or a legacy, and renamed academies.

One of the effects of the extensive network of parish schools was the growth of the "democratic myth", which in the nineteenth century created the widespread belief that many a "lad of pairts" had been able to rise up through the system to take high office and that literacy was much more widespread in Scotland than in neighbouring states, particularly England.

By the eighteenth century many poorer girls were being taught in dame schools , informally set up by a widow or spinster to teach reading, sewing and cooking.

In the Scottish Highlands, popular education was challenged by problems of distance and physical isolation, as well as teachers' and ministers' limited knowledge of Scottish Gaelic , the primary local language.

Here the Kirk's parish schools were supplemented by those established from by the Scottish Society for Promoting Christian Knowledge.

Its aim in the Highlands was to teach English language and end the attachment to Roman Catholicism associated with rebellious Jacobitism.

As society urbanised and population expanded there was a growing shortfall in provision. The General Assembly of the Church of Scotland formed an education committee in The committee had established "assembly schools" by By May it was claimed that schools had been built, along with two teacher training colleges and a ministerial training college, [30] schoolmasters were being paid direct from a central education fund and over 44, children being taught in Free Church schools.

Attempts to supplement the parish system included Sunday schools. Originally begun in the s by town councils, they were adopted by all religious denominations in the nineteenth century.

The movement peaked in the s. By the Baptists had more Sunday schools than churches and were teaching over 10, children. The ideas were taken up in Aberdeen where Sheriff William Watson founded the House of Industry and Refuge, and they were championed by Scottish minister Thomas Guthrie who wrote Plea for Ragged Schools , after which they rapidly spread across Britain.

Scots played a major part in the development of teacher education. Andrew Bell — pioneered the Monitorial System , by which the more able pupils would pass on the information they had learned to other children and which developed into the pupil-teacher system of training.

It was further developed by John Wood, Sheriff-Depute of Peebles, who tended to favour fierce competition in the classroom and strict discipline.

In contrast David Stow — , who founded the first infant school in Scotland, in Glasgow in , [38] emphasised the importance of play and was highly influential on the development of the idea of school playgrounds.

The perceived problems and fragmentation of the Scottish school system led to a process of secularisation, as the state took increasing control.

From the state began to fund buildings with grants, then from it was funding schools by direct sponsorship. In the government established the Argyll Commission, under Whig grandee George Campbell, 8th Duke of Argyll , to look into the schooling system.

It found that of , children in need of education , were receiving it under efficient conditions, , in schools of doubtful merit, without any inspection and 90, were receiving no education at all.

Although this compared favourably with the situation in England, with 14 per cent more children in education and with relatively low illiteracy rates of between 10 and 20 per cent, similar to those in the best educated nations such as those in Germany, the Netherlands, Switzerland and Scandinavia, the report was used as support for widespread reform.

The result was the Education Scotland Act, based on that passed for England and Wales as the Elementary Education Act in , but providing a more comprehensive solution.

Under the act approximately 1, regional School Boards were established [44] and, unlike in England where they merely attempted to fill gaps in provision, immediately took over the schools of the old and new kirks and were able to begin to enforce attendance, rather than after the decade necessary in England.

Poverty was not accepted as an excuse and some help was supplied under the poor law. This was enforced by the School Attendance Committee, while the boards busied themselves with building to fill the gaps in provision.

This resulted in a major programme that created large numbers of grand, purpose-built schools. Where there was space these new board schools were two stories tall, but on crowded urban sites they could be four stories tall and designed to house 1, children.

Unlike the English act, the Scottish one made some provision for secondary education. Girl kissing a toy Beautiful blonde plays with Teddy bear.

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Girls of scotland

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Girls Of Scotland Video

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Girls of noble families were taught in nunneries and by the end of the fifteenth century Edinburgh also had schools for girls, sometimes described as "sewing schools".

There is documentary evidence for about schools of these different kinds before the Reformation. The growing humanist-inspired emphasis on education cumulated with the passing of the Education Act After the Protestant party became dominant in , the First Book of Discipline set out a plan for a school in every parish , but this proved financially impossible.

In the burghs the existing schools were largely maintained, with the song schools and a number of new foundations becoming reformed grammar schools or ordinary parish schools.

There were also large number of unregulated private "adventure schools". Girls were only admitted to parish schools when there were insufficient numbers of boys to pay an adequate living for schoolmasters.

In the lower ranks of society, girls benefited from the expansion of the parish schools system that took place after the Reformation, but were usually outnumbered by boys and often taught separately, for a shorter time and to a lower level.

Acts in , , , and obliged local landowners heritors to provide a schoolhouse and pay a schoolmaster, known in Scotland as a dominie , while ministers and local presbyteries oversaw the quality of the education.

By the late seventeenth century there was a largely complete network of parish schools in the Lowlands , but in the Highlands basic education was still lacking in many areas.

In the eighteenth century, wealth from the Agricultural Revolution led to a programme of extensive rebuilding of schools.

Many poorer girls were being taught in dame schools , informally set up by a widow or spinster to teach reading, sewing and cooking. Literacy rates were lower in the Highlands than in comparable Lowland rural society, and despite these efforts illiteracy remained prevalent into the nineteenth century.

With urbanisation and population growth the kirk established "assembly schools" by There were also "sessional schools", mainly established by kirk sessions in towns and aimed at the children of the poor.

The Disruption of , which created the breakaway Free Church of Scotland , fragmented the kirk school system.

By May it was claimed that schools had been built, along with two teacher training colleges and a ministerial training college.

The influx of large numbers of Irish immigrants in the nineteenth century led to the establishment of Catholic schools.

Attempts to supplement the parish system included Sunday schools , mission schools , ragged schools , Bible societies and improvement classes.

The ragged school movement attempted to provide free education to destitute children. Andrew Bell pioneered the Monitorial System , which developed into the pupil-teacher system of training.

In contrast David Stow , advocated the "Glasgow method", which centred on trained adult teachers. Scottish schoolmasters gained a reputation for strictness and frequent use of the tawse.

The Education Scotland Act created approximately 1, regional School Boards , which immediately took over the schools of the old and new kirks.

The emphasis on a set number of passes at exams also led to much learning by rote and the system of inspection led to even the weakest children being drilled with certain facts.

The Education Scotland Act introduced the principle of universal free secondary education. Most of the advanced divisions of the primary schools became junior secondaries, while the old academies and Higher Grade schools became senior secondaries.

Increasing numbers stayed on beyond elementary education and the leaving age was eventually raised to 16 in As a result, secondary education was the major area of growth, particularly for girls.

New qualifications were developed to cope with changing aspirations. In the s the curriculum was reformed to take account of the whole range of abilities.

Gender differences disappeared as girls' attainment caught up with boys in the early s. From the early Middle Ages there were bardic schools, that trained individuals in the poetic and musical arts, but because Scotland was a largely oral society, little evidence of what they taught has survived.

In the early Middle Ages monasteries served as major repositories of knowledge and education, often running schools and providing a small, educated and overwhelmingly male, elite, who were essential to create and read documents in a largely illiterate society.

In the High Middle Ages, new sources of education arose. Choir and grammar schools were designed to train priests, with an emphasis respectively on music and Latin grammar.

The reorganisation of the church that began in the reign of David I —53 gave the church a clearer diocesan and parochial structure, meaning that the seats of sheriffdoms like Perth received schools that were usually under monastic patrons.

The new religious orders that became a major feature of Scottish monastic life in this period also brought new educational possibilities and the need to train larger numbers of monks.

Benedictine and Augustinian foundations probably had almonry schools, [3] charity schools using funds from the almoner to provide a type of bursary to educate young boys, who might enter the priesthood.

St Andrews, which was both the seat of a bishop and the site of a major Augustinian foundation, had both a grammar school, under the archdeacon , and a song school, under the priory.

The number and size of song and grammar schools seems to have expanded rapidly from the s. Sometimes, as at Lochwinnoch , they were taught both music and grammar.

Dominican friars were noted for their educational achievements [8] and were usually located in urban centres, probably teaching grammar, as at Glasgow and Ayr.

Educational provision was probably much weaker in rural areas, [7] but there were petty or reading schools in rural areas that provided an elementary education.

Girls of noble families were taught in nunneries such as Elcho , Aberdour and Haddington. By the end of the fifteenth century Edinburgh also had schools for girls, sometimes described as "sewing schools", whose name probably indicates one of their major functions, although reading may also have been taught in these schools.

This sometimes resulted in conflict, as between the burgh of Aberdeen and the cathedral chancellor, when the former appointed a lay graduate as schoolmaster in , and when a married man was appointed to the similar post in Perth.

All this resulted in an increase in literacy, which was largely concentrated among a male and wealthy elite, [4] with perhaps 60 per cent of the male nobility being literate by the end of the period.

The humanist concern with increasing public access to education was shared by the Protestant reformers, who saw schools as vehicles for the provision of moral and religious education for a more godly society.

After the Protestant party became dominant in , the First Book of Discipline set out a plan for a school in every parish, but this proved financially impossible.

Schools were supported by a combination of kirk funds, contributions from local heritors or burgh councils and parents that could pay.

They were inspected by kirk sessions of local elders, which checked for the quality of teaching and doctrinal purity. These were often informally created by parents in agreement with unlicensed schoolmasters, using available buildings and are chiefly evident in the historical record through complaints and attempts to suppress them by kirk sessions because they took pupils away from the official parish schools.

However, such private schools were often necessary given the large populations and scale of some parishes. They were often tacitly accepted by the church and local authorities and may have been particularly important to girls and the children of the poor.

There is evidence of about schools for the period between and The parish schools were "Inglis" schools, teaching in the vernacular and taking children to the age of about 7, while the grammar schools took boys to about The widespread belief in the limited intellectual and moral capacity of women came into conflict with a desire, intensified after the Reformation, for women to take greater personal moral responsibility, particularly as wives and mothers.

In Protestantism this necessitated an ability to learn and understand the catechism and even to be able to independently read the Bible, but most commentators of the period, even those that tended to encourage the education of girls, thought they should not receive the same academic education as boys.

She will represent Scotland at the Miss World Top Maureen Swanson 25 November — 16 November , was a British actress.

She featured in British pictures during the s and retired from acting in Amy Macdonald born 25 August in Bishopbriggs, East Dunbartonshire is a Scottish singer-songwriter, guitarist, and recording artist.

She has sold over 9 million records worldwide. Macdonald released her debut album This Is the Life in Playing supporting roles, notably to Steven Seagal in Belly of the Beast.

Kirsty Hume born 4 September Ayrshire, Scotland is a Scottish model who came to prominence in the fashion world in the s. Aisling Friel born , Glasgow is a Scottish model.

She was Mary from Dungloe in and was crowned Miss Scotland in Lisa McAllister born 21 November is a Scottish model and actress.

She has become a familiar face in British paranormal and horror films. She returned to television in for a cameo as Anthea, the posh, eye-rolling assistant of Mycroft Holmes in Sherlock who was described by Caitlin Moran in The Times as "one of the deftest comedy cameos of the year".

In she also appeared in a pictorial of the British FHM. The New Yorker named her as one of their Ten Models to Watch for Spring , speculating that in the coming season that she would one of the heavy hitters.

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The late nineteenth century and early twentieth centuries were a period of economic prosperity for Glasgow, with more money leading to greater commercial patronage for local artists.

Glasgow developed as an important centre for avant-garde design and innovation in Europe, in a period known today as The Glasgow Style.

The term Glasgow Girls was first made by William Buchanan in an essay for the Scottish Arts Council in that accompanied a Glasgow Boys exhibition, although his use of the term is seen today as an ironic reference rather than a real categorisation.

In Jude Burkhauser organised the survey exhibition Glasgow Girls: Women in Art and Design , aimed at redressing the imbalanced historical preference for male artists, bringing to attention the hugely important role women played in the development of the Glasgow Style.

The Glasgow Society of Lady Artists, founded in , also provided a supportive platform for meeting and exhibiting work. The Glasgow Girls members were various and covered a broad range of styles, from avant-garde design and decorative arts to watercolour and oil painting, drawing and needlework.

Both the Glasgow Girls and the Glasgow Boys produced artworks that combined Celtic and Japanese influences in a style which became desirable across Europe.

Artists Annie French and Bessie MacNicol are also widely recognised today for their contributions to drawing, printing and painting.

The influences of their Arts and Crafts and Art Nouveau styling continues to be felt internationally today, in the work of many artists and designers.

The Glasgow Boys were a loose group of young artists that represented the beginnings of modernism in Scottish painting.

Instead, they painted contemporary rural subjects, often working out of doors and painting directly onto the canvas.

Girls Of Scotland Video

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